Young Children's Performance Research Articles

Gender Differences Regarding the Impact of Math Anxiety on Arithmetic Performance in Second and Fourth Graders

The development of math skills is crucial for adequate functioning in academic and professional settings as well as in daily life. A factor that has been shown to negatively influence performance and acquisition of math skills is math anxiety. With the high prevalence of math anxiety in society and the long lasting effects on math performance, it is important to study the relation between math anxiety and math performance in young children. Since math anxiety is often more pronounced in women than in men, it is essential to take the effect of gender into account. While the effect of gender on the relation between math anxiety and math performance has been studied in adults and adolescents, less research has focused on children, especially children at young ages. To fill this gap, the current study examined how the relation between math anxiety and math performance differed between boys and girls in early elementary school years. Math anxiety and math performance was assessed in 124 second- and fourth-grade children (67 girls and 57 boys). Although boys and girls showed more or less equal levels of math anxiety and performed similarly at the arithmetic task, correlation analyses showed that only in girls, math anxiety significantly correlated with math performance. Analyses investigating if math anxiety moderated the effect of gender and grade on math performance revealed significant differences between boys and girls. Higher levels of math anxiety only significantly and negatively moderated math performance in girls, with the greatest effect observed in 2nd grade girls. These findings highlight the importance of taking gender differences into account when studying the effect of math anxiety. The results showed that math anxiety is already negatively linked to math performance in girls as early as second grade. The present findings emphasize the importance of the early identification and remediation of math anxiety in girls to prevent long lasting effects. Possible causes for the gender related differences will be discussed.

Bimanual Reach to Grasp Movements in Youth With and Without Autism Spectrum Disorder

Reaching and grasping (prehension) is one of the earliest developing motor skills in humans, but continued prehension development in childhood and adolescence enables the performance of increasingly complex manual tasks. In individuals with autism spectrum disorder (ASD) atypical unimanual reaching and grasping has been reported, but to date, no studies have investigated discrete bimanual movements. We examined unimanual and bimanual reach to grasp tasks in youth with ASD to better understand how motor performance might change with increasing complexity. Twenty youth with ASD (10.1 ± 2.4 years) and 17 youth with typical development (TD) (9.6 ± 2.6 years) were instructed to reach and grasp cubes that became illuminated. Participants were asked to reach out with the right and/or left hands to grasp and lift targets located at near (18 cm) and/or far (28 cm) distances. For the unimanual (simplest) condition, participants grasped one illuminated cube (with either the left or right hand). For the bimanual conditions, participants grasped two illuminated cubes located at the same distance from the start position (bimanual symmetric condition) or two illuminated cubes located at different distances (bimanual asymmetric condition). Significant interactions among diagnostic group, task complexity, and age were found for initiation time (IT) and movement time (MT). Specifically, the older children in both groups initiated and performed their movements faster in the unimanual condition than in the bimanual conditions, although the older children with ASD produced slower ITs and MTs compared to typically developing peers across all three conditions. Surprisingly, the younger children with ASD had similar ITs and MTs as their peers for the unimanual condition but did not considerably slow these times to adjust for the complexity of the bimanual tasks. We hypothesize that they chose to re-use the motor plans that were generated for the unimanual trials rather than generate more appropriate motor plans for the bimanual tasks. An atypical spatiotemporal relationship between MT and peak aperture (PA) was also found in the ASD group. Together, our results suggest deficits in motor planning that result in subtle effects on performance in younger children with ASD that become more pronounced with age.

Can Touchscreen Devices be Used to Facilitate Young Children's Learning? A Meta-Analysis of Touchscreen Learning Effect.

Because of the continuous stream of touchscreen apps that are claimed to be educational and the increasing use of touchscreen devices in early childhood, considerable attention is being paid to the effect of touchscreens on young children's learning. However, the existing empirical findings in young child samples are not consistent. In this meta-analysis we tested the overall effect of touchscreen devices on young children's (0- to 5-year-olds) learning performance, as well as moderators of this effect, based on 36 empirical articles (79 effect sizes) involving 4,206 participants. The overall analysis showed a significant touchscreen learning effect (d = 0.46), indicating that young children indeed benefited from touchscreen learning. Interestingly, age, learning material domain, comparison group, and experimental environment significantly moderated the effect of touchscreen devices on young children's learning outcome. These findings shed light on the role of touchscreen-related physical experience in early childhood education.

A study on material intra-actions in young children's storytelling performance arena

A study on material intra-actions in young children's storytelling performance arena

Developmental differentiation of executive functions on the NIH Toolbox Cognition Battery.

The NIH Toolbox Cognition Battery (NTCB) is a brief computerized method for evaluating neuropsychological functions in children, adolescents, and adults. We examined how performance on the 2 executive function measures of cognitive flexibility and inhibitory control was related to performance on the other NTCB measures across development. Participants were 1,020 typically developing individuals between the ages of 3 and 21 from the Pediatric Imaging, Neurocognition, and Genetics Study who were divided into 5 age groups (3-6, 7-9, 10-13, 14-17, and 18-21). Scores were adjusted for sex, level of parental education, and family income. Although the correlations between the 2 executive function measures were moderate and consistent across age groups, their correlations with the other 5 cognitive measures were highest in the youngest age group and decreased across the older age groups. Exploratory factor analysis revealed that all NTCB measures loaded onto a single factor for the 3- to 6-year-olds. Across the older age groups, the executive function and processing speed measures loaded onto one factor, and the vocabulary knowledge, oral reading, and working memory measures loaded onto a second factor. These results indicate that younger children's performance on the NTCB is more intercorrelated and less differentiated, while performance on the NTCB executive function measures becomes more differentiated from performance on the other measures with development. These results support the hypothesis that executive functions become increasingly differentiated from other cognitive functions with development as the functional specialization of neural systems progresses throughout childhood and young adulthood. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

It's All in the Details: Relations Between Young Children's Developing Pattern Separation Abilities and Hippocampal Subfield Volumes.

The ability to keep similar experiences separate in memory is critical for forming unique and lasting memories, as many events share overlapping features (e.g., birthday parties, holidays). Research on memory in young children suggests their memories often lack high-resolution details, i.e., show impoverished pattern separation (PS). Recently developed assessments of PS suitable for children allow us to relate the formation of distinct, detailed memories for the development of the hippocampus, a neural structure critical for this ability in adults. The hippocampus displays a protracted developmental profile and underlies the ability to form detailed memories. This study examined age-related differences in hippocampal subfield volumes in 4- to 8-year-old children and relations with performance on a mnemonic similarity task (MST) designed to index memory specificity. Results revealed age-moderated associations between MST performance and cornu ammonis 2-4/dentate gyrus subfields. Specifically, age-related differences in the ability to form detailed memories tracked with normative patterns of volume increases followed by reductions over this age range. That is, greater volume correlated with better performance in younger children, whereas smaller volume correlated with better performance in older children. These findings support the hypothesis that developmental differences in hippocampal circuitry contribute to age-related improvements in detailed memory formation during this period.

Sustained Inattentional Blindness Does Not Always Decrease With Age.

Children usually miss additional information when they focus on objects or events. This common phenomenon is termed as inattentional blindness. To explore the age-related degree of this phenomenon, we applied a motion task to study the developmental difference of inattentional blindness. A group of 7-to-14-year-old children and adults participated in Experiment 1. The results showed that there was no significant developmental difference in sustained inattentional blindness. Considering that young children’s performance on the primary task was poor, we hypothesized that the difficulty of the primary task may contribute to the negative findings. Therefore, we decreased the difficulty of the primary task in Experiment 2. Still, the developmental difference in inattentional blindness rates was absent. Overall, current results implied that the ability of a person to detect an unexpected moving stimuli does not always increase with age. The age-related inattentional blindness seems highly dependent on tasks.

Language domains differentially predict mathematics performance in young children

The purpose of this study was to examine the associations between child language ability and mathematics performance. First- and second-grade children (N = 365) were assessed on language ability and mathematics performance. Structural equation models revealed that receptive syntax and a broad screening tool significantly predicted math performance, while vocabulary did not. Path analyses corroborate these findings, with receptive syntax emerging as the only significant predictor of all indicators of mathematics performance. We conclude that syntax is a strong predictor of mathematics performance while vocabulary is not. Further, although many studies use receptive vocabulary to index language, it may not be the most predictive of or the best proxy for language ability in young children in the context of mathematics learning.

Improved parent-reported mobility and achievement of individual goals on activity and participation level after functional power-training in young children with cerebral palsy: a double-baseline controlled trial.

In children with cerebral palsy (CP), strength training programs to improve walking capacity and participation in activities of daily living are commonly used in clinical practice, despite lacking evidence of its effectiveness. It has been suggested that strength training with high movement velocity could be more effective than traditional resistance training to improve functional abilities such as walking. In a recently published study, we have demonstrated the positive effects of functional high-velocity resistance (power) training on muscle strength and walking capacity in young children with CP. Whether this type of training is also effective in achieving individual predefined goals in daily activities and self-reported mobility limitations, has not yet been described however. To evaluate the effect of functional power-training on parent-reported mobility and achievement of individual goals on activity and participation level in young children with CP. A double-baseline design was used to compare a 14-week period usual care with a 14-week period of functional power-training (3 times a week) and a follow-up period of 14 weeks. A rehabilitation center, two special needs schools for children with physical disabilities, and a university medical center outpatient clinic. Twenty-two children with spastic CP (13 bilateral, GMFCS level I [N.=10] and level II [N.=12], mean age 7.5 years [SD 1.8, range 4-10 years]) and their parents participated. Outcome measures were goal attainment scaling (GAS) of individual daily activity related treatment goals, mobility performance as measured using the Functional Mobility Scale (FMS-5 m, 50 m and 500 m), and the parent-reported Mobility Questionnaire (MobQues). After power-training, 86% of children achieved or exceeded their goal, compared with 14% in the usual care period (P<.001). The probability of improvement by one point or more on the FMS-500 meter after functional power-training was 10 times higher, compared with the usual care period (Relative Risk=10.0 with 95% CI 1.4 - 71.3). No changes were found in the FMS-5m and FMS-50m categories. Improvement on the MobQues was significantly greater after power-training compared with usual care (7.9% (95% CI 2.7 - 13.0, P=.005)). The improvement in performance in the activities defined in the treatment goals continued during the follow-up period. The results indicated that functional power-training is an effective training to achieve personalized treatment goals for activities in daily life and parent-reported mobility performance in young children with cerebral palsy.

Development of bimanual performance in young children with cerebral palsy.

To describe the development of bimanual performance among young children with unilateral or bilateral cerebral palsy (CP). A population-based sample of 102 children (53 males, 49 females), median age 28.5 months (interquartile range [IQR] 16mo) at first assessment and 47 months (IQR 18mo) at last assessment, was assessed half-yearly with the Assisting Hand Assessment (AHA) or the Both Hands Assessment (BoHA) for a total of 329 assessments. Developmental limits and rates were estimated by nonlinear mixed-effects models. Developmental trajectories were compared between levels of manual ability (Mini-Manual Ability Classification System [Mini-MACS] and MACS) and AHA or BoHA performance at 18 months of age (AHA-18/BoHA-18) for both CP subgroups, and additionally between children with bilateral CP with symmetric or asymmetric hand use. For both CP subgroups, children classified in Mini-MACS/MACS level I, and those with high AHA-18 or BoHA-18 reached the highest limits of performance. For children with bilateral CP the developmental change was small, and children with symmetric hand use reached the highest limits. Mini-MACS/MACS levels and AHA-18 or BoHA-18 distinguished between various developmental trajectories both for children with unilateral and bilateral CP. Children with bilateral CP changed their performance to a smaller extent than children with unilateral CP. Manual Ability Classification System levels and Assisting Hand Assessment/Both Hands Assessment performance at 18 months are important predictors of hand use development in cerebral palsy (CP). Children with bilateral CP improved less than those with unilateral CP. Children with bilateral CP and symmetric hand use reached higher limits than those with asymmetry.

Piecing It Together: The Effect of Background Music on Children's Puzzle Assembly.

This study explored the effects of background music on cognitive (puzzle assembly) task performance in young children. Participants were 87 primarily European-American children (38 boys, 49 girls; mean age = 4.77 years) enrolled in early childhood classes in the northeastern United States. Children were given one minute to complete a 12-piece puzzle task in one of three background music conditions: music with lyrics, music without lyrics, and no music. The music selection was "You're Welcome" from the Disney movie "Moana." Results revealed that children who heard the music without lyrics completed more puzzle pieces than children in either the music with lyrics or no music condition. Background music without distracting lyrics may be beneficial and superior to background music with lyrics for young children's cognitive performance even when they are engaged independently in a nonverbal task.

A Pilot Randomized Controlled Trial of a New Supplementary Food Designed to Enhance Cognitive Performance during Prevention and Treatment of Malnutrition in Childhood

BackgroundCognitive impairment associated with childhood malnutrition and stunting is generally considered irreversible. ObjectiveThe aim was to test a new nutritional supplement for the prevention and treatment of moderate-acute malnutrition (MAM) focused on enhancing cognitive performance. MethodsAn 11-wk, village-randomized, controlled pilot trial was conducted in 78 children aged 1–3 or 5–7 y living in villages in Guinea-Bissau. The supplement contained 291 kcal/d for young children and 350 kcal/d for older children and included 5 nutrients and 2 flavan-3-ol–rich ingredients not present in current food-based recommendations for MAM. Local bakers prepared the supplement from a combination of locally sourced items and an imported mix of ingredients, and it was administered by community health workers 5 d/wk. The primary outcome was executive function abilities at 11 wk. Secondary outcomes included additional cognitive measures and changes in z scores for weight (weight-for-age) and height (height-for-age) and hemoglobin concentrations at 11 wk. An index of cerebral blood flow (CBF) was also measured at 11 wk to explore the use of this measurement as a biological index of cognitive impairment. ResultsThere were no significant differences in any outcome between groups at baseline. There was a beneficial effect of random assignment to the supplement group on working memory at 11 wk in children aged 1–3 y (P < 0.05). This difference contrasted with no effect in older children and was not associated with faster growth rate. In addition, CBF correlated with task-switching performance (P < 0.05). ConclusionsThese preliminary data suggest that cognitive impairment can be monitored with measurement of CBF. In addition, the findings provide preliminary data that suggest that it may be possible to improve poor cognitive performance in young children through changes in the nutritional formulation of supplementary foods used to prevent and treat MAM. Powered studies of the new supplement formulation are needed. This trial was registered at clinicaltrials.gov as NCT03017209.

The method of educational assessment affects children\u2019s neural processing and performance: behavioural and fMRI Evidence

Standardised educational assessments are now widespread, yet their development has given comparatively more consideration to what to assess than how to optimally assess students’ competencies. Existing evidence from behavioural studies with children and neuroscience studies with adults suggest that the method of assessment may affect neural processing and performance, but current evidence remains limited. To investigate the impact of assessment methods on neural processing and performance in young children, we used functional magnetic resonance imaging to identify and quantify the neural correlates during performance across a range of current approaches to standardised spelling assessment. Results indicated that children’s test performance declined as the cognitive load of assessment method increased. Activation of neural nodes associated with working memory further suggests that this performance decline may be a consequence of a higher cognitive load, rather than the complexity of the content. These findings provide insights into principles of assessment (re)design, to ensure assessment results are an accurate reflection of students’ true levels of competency.

Additive and multiplicative effects of working memory and test anxiety on mathematics performance in grade 3 students

The aim of this study was to investigate the interplay between test anxiety and working memory (WM) on mathematics performance in younger children. A sample of 624 grade 3 students completed a test battery consisting of a test anxiety scale, WM tasks and the Swedish national examination in mathematics for grade 3. The main effects of test anxiety and WM, and the two-way interaction between test anxiety and WM on mathematics performance, were modelled with structural equation modelling techniques. Additionally, the effects were also tested separately on tasks with high WM demands (mathematical problem-solving) versus low WM demands (basic arithmetic). As expected, WM positively predicted mathematics performance in all three models (overall mathematics performance, problem-solving tasks, and basic arithmetic). Test anxiety had a negative effect on problem-solving on the whole sample level but concerning basic arithmetic only students with lower WM were affected by the negative effects of test anxiety on performance. Thus, students with low WM are more vulnerable to the negative effects of test anxiety in low WM tasks like basic arithmetic. The results are discussed in relation to the early identification of test anxiety.

'Will I want these stickers tomorrow?' Preschoolers' ability to predict current and future needs.

Between 3 and 5years of age, children develop the ability to plan for their own and others' future needs; however, they have great difficulty predicting future needs that conflict with current ones. Importantly, this ability has only been tested in the domain of physiological states (e.g., thirst). Therefore, it is still an open question whether in a different context preschoolers can disengage from their current needs to secure a different future one. In a Resource Allocation task, 4- and 5-year-olds had to distribute three types of rewards between themselves and another child for either 'right now' or 'tomorrow'. Children's current needs were manipulated by providing them (or not) with their preferred reward at beginning of the task. Only 5-year-olds could predict future needs that conflict with their current ones and act accordingly. Younger children's performance is discussed in the context of temporal and social distance. Statement of contribution What is already known on this subject? By the age of 4, children can plan for their own and others' future needs. Seven-year-old children still have difficulty predicting future physiological needs that conflict with their current ones. What does this study add? In a Resource Allocation task, preschoolers had to share rewards with another child for 'right now' or 'tomorrow'. Children's current needs were manipulated by providing them (or not) with their preferred reward. This study shows that 5-year-olds can predict future (non-physiological) needs that conflict with their current ones.

Mathematics anxiety and working memory: Longitudinal associations with mathematical performance in Chinese children

The link between mathematics anxiety and mathematical performance in young children remains inconclusive. The present study examined the longitudinal associations between mathematics anxiety and mathematical performance (calculation and story problem solving) in 246 Chinese children followed from second to third grade. Multiple regression analyses showed that mathematics anxiety made independent contributions to mathematical performance beyond non-verbal intelligence, working memory, number skills, general and test anxieties. However, mathematics anxiety does not affect all children and all kinds of mathematical performance equally. Mathematics anxiety has a more pronounced impact on mathematical problems that require more processing resources, as opposed to simple arithmetic problems and straightforward story problems and children who are higher in working memory are more vulnerable to its deleterious impacts.

Reliability of the Functional Auditory Performance Indicators to monitor progress in 5-year-old children with autism spectrum disorder

There is a need to dynamically monitor progress of functional auditory performance in young children with autism spectrum disorder (ASD). The Functional Auditory Performance Indicators (FAPI) is a monitoring tool for children with hearing loss but has not yet been described in children with ASD. The aim was to describe the overall performance of 5-year-old children with ASD on the FAPI and to determine the test–retest reliability and inter-rater reliability of the tool. The study was exploratory with a descriptive within-subjects design incorporating repeated measures. Twelve participants with ASD were purposely selected. Pre- recorded sound and speech stimuli were used to elicit responses from participants in their familiar therapy rooms. For test–retest reliability, three data collection sessions per participant were conducted over a 2-week period. Video recordings were analysed by two independent raters, who were blind to the order of data sets. With an increase in complexity of auditory stimuli, a marked decrease in response was observed. The test–retest reliability was good, with a single difference in one category. Inter-rater reliability indicated a significant difference in two of the seven categories. These categories may be the most subjective in the tool. Despite subjectivity the FAPI was reliable to plot functional auditory difficulties in the sample group. Because the instrument relies on direct observation with limited demands to participate with the rater, it has potential for use in children with ASD. Further research is required to determine the tool’s performance using natural sound conditions to monitor children’s progress against themselves during intervention.

Two-and-a-half-year-olds succeed at a traditional false-belief task with reduced processing demands

When tested with traditional false-belief tasks, which require answering a standard question about the likely behavior of an agent with a false belief, children perform below chance until age 4 y or later. When tested without such questions, however, children give evidence of false-belief understanding much earlier. Are traditional tasks difficult because they tap a more advanced form of false-belief understanding (fundamental-change view) or because they impose greater processing demands (processing-demands view)? Evidence that young children succeed at traditional false-belief tasks when processing demands are reduced would support the latter view. In prior research, reductions in inhibitory-control demands led to improvements in young children's performance, but often only to chance (instead of below-chance) levels. Here we examined whether further reductions in processing demands might lead to success. We speculated that: (i) young children could respond randomly in a traditional low-inhibition task because their limited information-processing resources are overwhelmed by the total concurrent processing demands in the task; and (ii) these demands include those from the response-generation process activated by the standard question. This analysis suggested that 2.5-y-old toddlers might succeed at a traditional low-inhibition task if response-generation demands were also reduced via practice trials. As predicted, toddlers performed above chance following two response-generation practice trials; toddlers failed when these trials either were rendered less effective or were used in a high-inhibition task. These results support the processing-demands view: Even toddlers succeed at a traditional false-belief task when overall processing demands are reduced.

Strong causal claims require strong evidence: A commentary on Wang and colleagues

In this commentary, we provide a discussion of the findings by Wang, Odic, Halberda, and Feigenson recently published in the Journal of Experimental Child Psychology (2016, Vol. 147, pp. 82–99). The article by Wang and colleagues claims to have revealed a causal link between the so-called “approximate number system” (ANS) and young children’s symbolic math abilities. We question this assertion of a causal link through a discussion of methodological limitations inherent in their article. More specifically, we assert that (a) Wang and colleagues did not measure the relationship between change in the ANS and change in symbolic number comparison; (b) the ANS manipulation used (hysteresis) may induce a domain-general effect on motivation rather than domain-specific effects on ANS precision; and (c) the outcome measures of symbolic math are problematic both because a between-participants design was employed and because only a select number of items from standardized measures were used. We discuss several possibilities for future research to more directly assess whether a causal relationship exists between the ANS and symbolic math performance in young children.

The "when" and the "where" of single-trial allocentric spatial memory performance in young children: Insights into the development of episodic memory.

Allocentric spatial memory, "where" with respect to the surrounding environment, is one of the three fundamental components of episodic memory: what, where, when. Whereas basic allocentric spatial memory abilities are reliably observed in children after 2 years of age, coinciding with the offset of infantile amnesia, the resolution of allocentric spatial memory acquired over repeated trials improves from 2 to 4 years of age. Here, we first show that single-trial allocentric spatial memory performance improves in children from 3.5 to 7 years of age, during the typical period of childhood amnesia. Second, we show that large individual variation exists in children's performance at this age. Third, and most importantly, we show that improvements in single-trial allocentric spatial memory performance are due to an increasing ability to spatially and temporally separate locations and events. Such improvements in spatial and temporal processing abilities may contribute to the gradual offset of childhood amnesia.